Younhee Helen Kim joined University of Macau in 2018 as Assistant Professor of English. Before she joined the institution, she has taught at the National Institute of Education, Nanyang Technological University in Singapore as Assistant Professor and a few other universities in Korea as an adjunct. She did her MA and PhD at the department of Second Language Studies at the University of Hawai`i at Manoa. Her research interests include Conversation Analysis, Second Language Acquisition, Bilingual Language Acquisition, Children’s interaction, and Teacher Education. Her work in these areas appeared in tier one journals such as Journal of Pragmatics, Applied Linguistics, Journal of Teacher Education and academic handbooks and encyclopedia volumes. Her current research on children’s interaction examines whether and how the interactional patterns in bilingual parent-child interaction influences the emergence of grammatical routines in child speech. The project also attempts to explore the potential of combined use of Conversation Analysis and Corpus Linguistics in a single study that examines a corpus of interaction. Education Aug. 2003 – Dec. 2009: University of Hawaii at Manoa, Ph.D. in Second Language Acquisition Aug. 2000 – Aug. 2003: University of Hawaii at Manoa, MA in English as a Second Language 1991 – 1995: Korea University, BA in English Language Education Courses Regularly Taught Current: Second Language Acquisition Previously: Language Meaning and use Understanding Talk-in-Interaction (Introduction to Conversation Analysis) Topics in Pragmatics Discourse Analysis Sociolinguistics Theories and Practices in English Language Teaching Pragmatic Development in a Second Language

Conversation Analytic approach to language learning, Conversation Analysis, Child Language, Teacher Education

International Pragmatics Association American Association of Applied Linguistics The Sociolinguistic Society of Korea

Kim, Y-h. (In Press). “What is stoyr- steruh type?”: Knowledge asymmetry, Intersubjectivity, and Learning Opportunities in conversation-for-learning. Applied Linguistics, 0. 00-00 Kim, Y-h. (2018). Repetition with slight variation primarily through final particles in Korean-English bilingual children’s interaction. East Asian Pragmatics, 3(1), 59-90. Kim, Y.-h. (2018). Private speech and mutual engagement in preschoolers’ playtime interaction: Talk and Embodiment. The Sociolinguistic Journal of Korea, 26(2), xx-xx. Kim, Y-h. (2017). Topic initiation in conversation-for-learning: Developmental and pedagogical perspectives. English Teaching, 72, 1. 73-103. Kim, Y-h., & Silver, R. E. (2016). Provoking reflective thinking in post observation conversations. Journal of Teacher Education, 67(3), 203-219. Kim, Y-h. (2016). Development of L2 Interactional Competence: Being a Story Recipient in L2 English Conversation. Discourse and Cognition, 23(1), 1-29. Kasper, G., & Kim, Y.-h. (2015). Conversation-for-Learning: Institutional talk beyond the classroom. In N. Markee (Ed.), Handbook of Classroom Discourse and Interaction. New York: Wiley-Blackwell. Kim, Y-h (2012). Practices for initial recognitional reference and learning opportunities in conversation. Journal of Pragmatics, 44, 709-729.